“Sure, I have a learning difference, but I get help when I need it. I talked to [DR] staff people and my professors right away, trying to explain what my gifts are as well as those areas where I’ll need some help.”
Guilford is proud of its support resources for students with disabilities. We have a broad system of support that students find useful and encouraging. Our consultants assist students in learning how to advocate for themselves. Many students with disabilities often know themselves well as learners; they regularly offer new ideas, strategies and fresh insights into methods that work.
Typical accommodations used by students:
- extra time (on tests, quizzes, in-class work only)
- permission to use a computer for in-class work
- testing in a less distracting environment
- Smart pen recording
- Kurzweil (reading software)
- and more
Professors are usually accessible and classes are small; we encourage students to talk to their teachers early concerning their particular needs.
Under rare circumstances, students may substitute one approved intercultural/international course for the foreign language requirement if they submit appropriate data/documentation and have approval from the DR committee.
Although Guilford’s curriculum has a Quantitative Literacy requirement, under rare circumstances with appropriate documentation and the approval of the DR committee, the requirement can be waived for students with learning differences. If a math course is required for a major or minor, the requirement cannot be waived.
Guilford’s Accessibility Plan focuses on breaking down barriers and fostering a culture of acceptance and support for differences and to develop attitudes that promote equality, inclusion, respect, and diversity.
Read a summary of the Accessibility Plan here.
Orientation for Disability Resources